5 ways forward to improving learning outcomes

of Aboriginal and Torres Strait Islander

students in mathematics

@ATSIMAAu  |  #ATSIMA

Why do we need to do something?

• NAPLAN• Maths opens

the door• Employment

5 ways

1. Culture, identity and confidence

2. Leadership

3. Transition

4. Investment

5. Quality teaching and learningAboriginal & Torres Strait Islander

Mathematics Alliance, 2014

Eco-system of relationships

Education Business

Community

Student

Checkout challenge

Where the task came fromAboriginal Education Workers sometimes put fun into shopping by challenging each other to get the closest to $20 at the checkout.

Shuffle the cards. Deal out 5 cards to each participant. The rest of the pack stays face down in the centre. You can place dealt cards face up on the table in front of you.

The aim of the game is to have all of your 5 cards add up to $20. Take in turns to first pick up one card from the pile and then discard one card to the discard pile.

The winner is the first one whose 5 cards add up to $20 – call out “CHECKOUT”.

1. Culture, identity and confidence

Our job is to…recognise mathematics in culture, celebrate and validate culture, and recognise culture as mathematical.

1. Culture, identity and confidence cont.

– A student’s pride and wellbeing takes priority and needs to be strong to engage in rigorous curriculum

– Schools need to validate different ways of learning eg problem solving

– Educate teachers about Aboriginal and Torres Strait Islander mathematics (ethno mathematics) and culture and bring it into the classroom to teach ACM

– Ensure that teaching and learning support and develop cultural identity

– Whole of student and whole of school approach – identity, recognition and support.

2. Leadership

Skilful leadership means that Aboriginal and Torres Strait Islander students and employees experience cultural safety.

Are you taking a lead in this? Can you take a lead?

We  need lots more LEADERS working at the intersection of 

Aboriginal education and maths 

education!!!!

2. Leadership cont.

Each sector could be responsible in different ways. For example:

• Community is responsible for leading the aspirations eg scholarships and developing the cultural language. Organisations need to play a role regarding jobs where kids still stay strong in culture. The vision for leadership is set by Aboriginal and Torres Strait Islander people.

• In schools quality teaching and learning embeds cultural perspectives, leads change, is relevant to context, gets kids ready for careers

• Business is responsible for providing safe spaces (culturally safe) for Aboriginal and Torres Strait Islander people,” where we can be ourselves” and access to careers are supported as well as path ways. Business must lead investment in education internally and externally

3. Transition

Fear

CuriosityAction

Maths ready in a stepped learning environment during transition steps 

3. Transition

Leadership in schools must be a fully engaged with a committed effort. This will include following up with students when they leave school.

“We want the best for our students and ensure they succeed.” 

4. Investment

When we refer to ‘investment’, what do we mean? It’s not always the mighty dollar. It also means investment in the local community, in relationships, and in generosity of spirit. It’s about building social capital in communities and creating business investment in education.

Layer 1: professional learning that looks for ideas to teach the next day

Layer 2: professional learning programs that offer packages

5. Quality teaching and learning of ACM

Aboriginal education: Professional learning in ACM to improve learning outcomes 

Layer 3: professional learning that is about deep pedagogic change or shift, changes a teacher’s thinking.

…requires quality professional learning

5. Quality teaching and learning of ACM: Culture and mathematics

By Dr Chris Matthews

https://www.qcaa.qld.edu.au/downloads/approach/indigenous_res_culture_and_maths.pdf

5. Quality teaching and learning of ACM: 8ways – Orange Public School

mic.aamt.edu.au

8ways.wikispaces.com

5. Quality teaching and learning of ACM: 3 ways to catch a kangaroo

• How can you teach the ACM to Aboriginal and Torres Strait Islander students effectively?

• Do you start with a content descriptor and develop from there?

• Do you start somewhere else?

5. Quality teaching and learning of ACM cont.

5. Quality teaching and learning of ACM cont.

5. Quality teaching and learning of ACM cont.

• Teacher responsiveness to Aboriginal and Torres Strait Islander students and families/community

• Professional learning of teachers• Mathematics education• Leadership in schools• Assessment • Other

ContactAboriginal and Torres Strait Islander Mathematics Alliance

Caty Morris

catymorris@icloud.com

0409 500 349

atsimaths.wordpress.com

www.atsimanational.ning.com

@ATSIMAAu  |  #ATSIMA

www.facebook.com/atsimalliance